Learn To Read English

QUESTIONS & ANSWERS ON THE BOOK
LEARN TO READ USING THE EVOLUTIONARY READING METHOD

Q. What is the ultimate goal of Learn To Read?
A. To Eliminate Illiteracy in our nation so all are able to Read To Learn.

Q. Why is the Evolutionary Reading Method superior to all other reading methods on the market? 
A. Because anyone who can read English can teach a non-reader to read progressively, sooner, easier, and at a more advanced level. In addition, the method improves the ability of the new-reader to spell correctly and aids in building his or her vocabulary.

Q. Why is Learn To Read the most effective and user-friendly book on the market?
A. Because 97% of the book is comprised of progressive reading and equally important writing exercises for use by the non-reader. Only limited instructional material needs to be read by the reader-teacher.

Q. What age groups can use this book?
A. Infants to adults who cannot read and readers of foreign languages when assisted by a reader of English. The age of the reader may be an older sibling, classmate, or anyone already able to read English.

Q. What is the key-ingredient of this reading method and why?
A. Mastering Exercise No.1 is the key-ingredient. This exercise is crucial. The non-reader then can quickly learn to read the numerous single-syllable words found in the English language.

Q. How does the Evolutionary Reading Method differ in principle from other reading methods?
A. This method enhances the learning process by:

Q. What make the exercises of this book unique? 
A. The word parts are visually isolated through print format, the single-syllable words all rhyme, multi-syllable words are syllabified, words are grouped by the spelling of the last syllable, and commonly used words are grouped according to subject matter. Thus, anyone who can mimic sound may learn to read in a non-laborious manner.

Q. Why have a Supplement with enlarged exercises and graphics?
A. The Supplement helps parents get involved early-on in the reading learning process of their child. Such involvement complements and maximizes the learning that will take place in the classroom. The Supplement is comprised of the first three exercises of the ten exercise book LEARN TO READ USING THE EVOLUTIONARY READING METHOD.

EP•I •LOGUE

Information Useful To Teacher And Reader

The teacher is encouraged to discuss the following topics prior to and during the use of the exercises of the Evolutionary Reading Method:

• The greater the vocabulary of the student, the quicker and greater is the reading progress.
• Decoding is something that is learned over time through practice.
• After learning to decode, it often is easier to learn to read multi-syllable words than to read some of the single syllable words.
• Every word and syllable must contain at least one vowel. However, the last syllable “hnm” of the word Houyhnhnm, one of a race of horses endowed with reason (in Swift’s Gulliver’s Travels), does not appear to follow this rule.
• Another curiosity is that the word rhythm sounds like a two syllable word, yet the only vowel in the word is the letter “y.”
• The five vowels are “a, e, i, o, and u.”
• The letter “y” also is used in place of a vowel in many words.
• A good reader must know the sounds of all the consonants and common consonant combinations found in Exercise No.1 including the sounds of the irregular consonants and consonant combinations.
• The (aou) and (eiy) rule is a helpful rule that ought to be learned at some time. However, the pronunciation of the letter “g”in the word, girl, leads one to believe that this rule is not ironclad.
• The irregular different sounds of many key-vowel-sounds are learned best by rote.
• The more often a word is seen and read, the quicker it will be recognized the next time the word is seen in written text.
• Reading material of special interest to a student is most productive to the learning process. Thus, such reading is to be encouraged as soon as the reader is not just widely guessing at the words.
• Encourage your student to write on a topic of his or her interest. It is difficult enough to write well on a topic of interest. Therefore, it is recommended that you do not select the topic(s) for your student.
• Corrected copies of any writing should be kept for later reference. Your student should be encouraged to expand on his writings until interest in the topic wains. Thereafter, the student should pick a new topic to write about. Your student should be encouraged to keep such writings in the binder.